A line intersects the points
(7, 6) and (11,-6).
What is the slope of the line in
simplest form?
m = [?]

Answer:

blue

Step-by-step explanation:

270° moves by 3 quadrants

Answer:

Blue

Step-by-step explanation:

Rotate 1/2 circle (180°) counterclockwise and you go through the yellow to the green.

Go another 1/4 circle (90°) and you get to the blue.

180° + 90° = 270°

Answer:

15:2 or 15 to 2

Step-by-step explanation:

They are asking for a ratio based on how many chaperones per student (in this case 15 students) In other words 15 students for every 2 chaperones.

Answer:

H0: μ ≤ 68,800

H1: μ > 68,800

Step-by-step explanation:

The null hypothesis (H0) tries to show that no significant variation exists between variables or that a single variable is no different than its mean. While an alternative Hypothesis (H1) attempt to prove that a new theory is true rather than the old one. That a variable is significantly different from the mean.

For the case above;

The Null hypothesis is that the average attendance at games is less than or equal to 68,800.

H0: μ ≤ 68,800

The alternative hypothesis is that the average attendance at games is over 68,800.

H1: μ > 68,800

H₀: μ ≤ 68,800 H₁: μ > 68,800. Then the correct option is D.

In null hypotheses, there is no relationship between the two phenomenons under the assumption, or it is not associated with the group. And in alternative hypotheses, there is a relationship between the two chosen unknowns.

The Null hypothesis is that the average attendance at games is less than or equal to 68,800.

H₀: μ ≤ 68,800

The alternative hypothesis is that the average attendance at games is over 68,800.

H₁: μ > 68,800

Then the correct option is D.

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The sentence translation of "2/3y - 9 < y + 1" is "Nine less than two-thirds of a number is less than the number."

To translate the inequality expression "2/3y - 9 < y + 1" into a sentence, we can break it down into smaller parts:

"2/3y" represents two-thirds of a number.

"9" represents the number nine.

"y + 1" represents the number increased by one.

Now let's construct the sentence:

"Nine less than two-thirds of a number" - This refers to the expression "2/3y - 9," indicating that we have subtracted nine from two-thirds of a number.

"is less than" - This is the comparison symbol in the inequality.

"the number" - This refers to the expression "y + 1," representing the number increased by one.

Combining these parts, we form the sentence: "Nine less than two-thirds of a number is less than the number."

Hence, the correct sentence translation of "2/3y - 9 < y + 1" is "Nine less than two-thirds of a number is less than the number."

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The list is ordered from least to greatest as follows

-1 2/3

-1 1/3

1/3

2/3

2 1/3

2 2/3

The list is ordered by first considering absolute values which include

|-2 2/3| |-2 1/3| and |-1/3|

The are rewritten to give: 2 2/3, 2 1/3 and 1/3.

then converting to decimal

2 2/3 = 2.667

2/3 = 0.667

2 1/3 = 2.333

1/3 = 0.333

-1 2/3 = -1.667

-1 1/3 = -1.333

So the ordered list is:

-1 2/3

-1 1/3

1/3

2/3

2 1/3

2 2/3

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Answer:

a)

Step-by-step explanation:

a) The probability of drawing a green ball on any given draw is 30/50 (since there are 30 green balls out of a total of 50 balls). Since the ball is replace....

For the function f(x) = 7/8x² - 14, the x-intercepts are x = -4 and x = 4.

What is a function?

In mathematics, a function is a unique arrangement of the inputs (also referred to as the domain) and their outputs (sometimes referred to as the codomain), where each input has exactly one output and the output can be linked to its input.

To find the x-intercepts of the function f(x), we need to solve the equation f(x) = 0.

f(x) = 7/8x² - 14

Substitute f(x) with 0 -

0 = 7/8x² - 14

Add 14 to both sides -

7/8x² = 14

Multiply both sides by 8/7 -

x² = 16

Take the square root of both sides -

x = ±4

Therefore, the x-intercepts of the function f(x) are x = -4 and x = 4.

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Answer:

x=-11

Step-by-step explanation:

Answer:

X = -11 Hope this helps, work will be in comments

The function f ( x ) = 2 x² + 5 will have the value 23 for f (- 3).

We are given the function:

f ( x ) = 2 x² + 5

We need to find the value of f ( -3 ).

We will do this by substituting the value of x = - 3 in the function and then evaluating the expression.

Putting x = -3 in the function, we get that:

f ( x = - 3 ) = 2 (- 3)² + 5

Solving the square, we get that:

f (- 3) = 2 ( 9 ) + 5

Simplifying the expression, we get that:

f (- 3) = 18 + 5

f (- 3) = 23

Therefore, we get that, the function f ( x ) = 2 x² + 5 will have the value 23 for f (- 3).

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The ordered triple representing \(3u - 2v\) is \((13, -8, 5)\).

To find an ordered triple representing \(3u - 2v\),

where \(u = (5, -2, 3)\) and \(v = (1, 1, 2)\),

we can perform the following operations:

\(3u = 3(5, -2, 3)\)

\(3u = (15, -6, 9)\)

\(2v = 2(1, 1, 2)\)

\(2v = (2, 2, 4)\)

Now, subtracting 2v from 3u gives:

\(3u - 2v = (15, -6, 9) - (2, 2, 4)\)

\(3u - 2v = (15-2, -6-2, 9-4)\)

\(3u - 2v = (13, -8, 5)\)

Therefore, the ordered triple representing 3u - 2v is (13, -8, 5).

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-12,3 ...................................

Answer: \(7.39466666\)

Step-by-step explanation:

Setting \(x=2.2\) and \(n=3\),

\(e^{2.2} \approx \sum^{3}_{k=0} \frac{2.2^{k}}{k!}=\frac{2.2^0}{0!}+\frac{2.2^1}{1!}+\frac{2.2^2}{2!}+\frac{2.2^3}{3!} \approx 7.39466666\)

Answer:

7.39466667 (8 d.p.)

Step-by-step explanation:

We can approximate the value of eˣ for any x using the following sum formula:

\(\boxed{e^{x} \approx \displaystyle \sum^n_{k=0}\dfrac{x^k}{k!}}\)

To approximate \(e^{2.2}\) with n = 3, substitute x = 2.2 and n = 3 into the given sum formula:

\(e^{2.2} \approx \displaystyle \sum^3_{k=0}\dfrac{2.2^k}{k!}\)

To calculate the sum, substitute k with each value from 0 to 3 and add the results together:

\(\begin{aligned}e^{2.2} &\approx \displaystyle \sum^3_{k=0}\dfrac{2.2^k}{k!}\\\\&= \dfrac{2.2^0}{0!}+\dfrac{2.2^1}{1!}+\dfrac{2.2^2}{2!}+\dfrac{2.2^3}{3!}\\\\&= \dfrac{1}{1}+\dfrac{2.2}{1}+\dfrac{4.84}{2}+\dfrac{10.648}{6}\\\\&= 1+2.2+2.42+1.774666666...\\\\&=7.39466667\; \sf (8\;d.p.)\end{aligned}\)

Therefore, the approximate value of \(e^{2.2}\) is:

\(\large \textsf{$e^{2.2}$}=\boxed{7.39466667}\; \sf (8\;d.p.)}\)

Note: To obtain a more accurate approximate value, increase the value of n.

Answer:

D prefer romance over poetry 2:1

Step-by-step explanation:

Poetry is 20%

Romance is 40%

\(\frac{40}{20} =\frac{2}{1}\)

Answer: D. Students prefer romance to poetry by a ratio of 2:1

Explanation:

40% of students prefer romance

20% of student prefer poetry

40:20 = 20:10 = 2:1

Step-by-step explanation:

each term in the sequence is half of the value of the previous term, and in the opposite sign.

therfore, the quotient between terms is (-2)

so, to get one term from the previous term, we multiply by 1/(-2), so:

d(n) = d(n-1) × 1/(-2)

the first term is 56 so d(1)=56

Answer:

56 and -1/2

Step-by-step explanation:

khan

Remember that

In order to find a coterminal angle or angles of the given angle, simply add or subtract 360 degrees of the terminal angle as many times as possible

Part a

we have

65 degrees

so

65+360=425 degrees

65-360=-295 degrees

Part B

we have

-125 degrees

so

-125+360=235 degrees

-125-360=-485 degrees

The correct statement regarding the minimum value of the quadratic functions is given as follows:

D) The graphed function has a lower minimum value.

From the graph, the minimum value of the quadratic function is given as follows:

y = -8.

The algebraic function is defined as follows:

f(x) = 0.25x² - 2x.

Hence the coefficients are given as follows:

a = 0.25 and b = -2.

The x-coordinate of the vertex is given as follows:

x = -b/2a

x = 2/0.5

x = 4.

Then the y-coordinate of the vertex, representing the minimum value, is given as follows:

f(4) = 0.25(4)² - 2(4)

f(4) = -4 -> meaning that the graphed function has a lower minimum value.

The graph is given by the image presented at the end of the answer.

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Given the logarithmic equation

We are asked to solve in terms of x

Explanation

Answer:

its 16

Step-by-step explanation:

because 8 divided by 2 equals 4 and 2+2=4 also so if we times 4x4 it would equal 16

I hope that makes sense :)

Answer:

Jill bought 16 books and Sam bought 9 books

Step-by-step explanation:

Let the number of books that Jill bought be j.

Let the number of books that Sam bought be s.

Jill bought 7 more books than Sam:

j = 7 + s

They bought 25 books altogether:

j + s = 25

Put j = 7 + s into the second equation:

7 + s + s = 25

7 + 2s = 25

2s = 25 - 7 = 18

s = 18/2 = 9 books

Therefore:

j = 7 + s = 7 + 9

s = 16 books

Jill bought 16 books and Sam bought 9 books.

To find out how many bricks are needed to make the wall, we need to find the total area of the wall and divide it by the area of one brick.

The area of the wall is:

length x height x width = 10 m x 1 m x 0.5 m = 5 m^2

The area of one brick is:

10 cm x 10 cm x 20 cm = 2000 cm^3

To convert the area of the wall from square meter to cubic centimeter, we need to multiply it by 100*100 = 10000.

5 m^2 x 10000 = 50000 cm^2

Now we can divide the total area of the wall by the area of one brick to find out how many bricks are needed:

50000 cm^2 / 2000 cm^2/ brick = 25 bricks

So, 25 bricks will be needed to make the wall.

The decimal point can be read as follows:

Anything less than 1 not stated as a fraction is a decimal number. Decimal points distinguish between whole numbers and numbers that are smaller than whole numbers. If you are learning about decimal numbers and are having trouble reading them, say the whole number first, then the numbers after the decimal point, and then note where the decimal point is to ensure that you always understand decimal numbers.

"Six and-" would be used if the number was 6.27.

Particularly outside of a math lesson, some people could omit the "and" and i

Decimal point should be read as "and." The number's period, or decimal point, can be interpreted as "and." It can be confusing if the decimal is not said immediately after the number that comes before it. The decimal point establishes whether a number is a whole number or not. [2]

For instance, you would say "six and-" if the number was 6.27.

Particularly outside of a math lesson, some people could omit the "and" and instead say "point" for the decimal point instead say "point" for the decimal point.

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Answer:

\(Area = 72in^2\)

Step-by-step explanation:

Your question is incomplete without an attachment (See attachment)

Required

Determine the area of the shaded part

From the attachment;

Assume that the shaded portion is closed to the right;

Calculate  the Area:

\(Area_1 = Length * Width\)

\(Area_2 = 8in * (6in + 6in)\)

\(Area_2 = 8in * 12in\)

\(Area_1 = 96in^2\)

Next;

Calculate the Area of the imaginary triangle (on the right)

\(Area_2 = \frac{1}{2} * base * height\)

\(Area_2 = \frac{1}{2} * (6in + 6in) * 4in\)

\(Area_2 = \frac{1}{2} * 12in * 4in\)

\(Area_2 = \frac{1}{2} * 48in^2\)

\(Area_2 = 24in^2\)

Lastly, calculate the Area of the Shaded Part

\(Area = Area_1 - Area_2\)

\(Area = 96in^2 - 24in^2\)

\(Area = 72in^2\)

Hence,

The area of the shaded part is 72in²

Answer:

The answer is. 5 cause 40÷8=5

Answer:

y=2(x+3/4) squared -249/8

Center:  ( 6 , 8 )

Radius: 5

Answer:

\( x^2 +y^2 = 25 \)

Step-by-step explanation:

Center of the required circle = (0, 0)

Center of the given circle = (6, 8)

Radius of the given circle = 5 units

Distance between the centers of both the circles

\( =\sqrt{(6-0)^2 +(8-0)^2} \)

\( =\sqrt{(6)^2 +(8)^2} \)

\( =\sqrt{36 +64} \)

\( =\sqrt{100} \)

\( =10\: units \)

Since, required circle is tangent to the given circle with radius 5 units.

Therefore,

Radius of required circle = 10 - 5 = 5 units

Now, Equation of required circle can be obtained as:

\( (x - 0)^2 +(y - 0)^2 = 5^2 \)

\( (x)^2 +(y)^2 = 25 \)

\( x^2 +y^2 = 25 \)

Answer:

b

Step-by-step explanation:

b

Answer:

2 bags = $3.00

5 bags = ?

5 × 3.00 /2

15.00/2

7.5

7.5 $

so, we can say that therefore, the sample of 20 cheerleaders used for the study provides the solution to the issue.

A sample is a controlled, abridged version of a bigger group. It is a demographic subset containing characteristics from a larger population. Samples are used in statistical testing when population sizes are too large to accommodate all prospective participants or observers in the experiment.

The 20 cheerleaders that are used as a sample for this study are.

Explanation: Because only 20 cheerleaders were chosen from high schools in California for the research of the banana influence on speed and endurance, the sample available was limited to those 20 cheerleaders. As a result, the sample's results were based on those 20 cheerleaders.

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